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AbstractIn his 1985 lecture, Richard Foxx outlined several traits that distinguished behavior technicians from behavioral artists. He argued that these distinguishing factors made the difference in whether a behavior change proved successful or not. These features have added to the growing body of work around compassionate care in behavior analysis. This study demonstrates that Foxx's skills of behavioral artistry can be taught to a selection of three behavior technicians, demonstrating that technicians are able to learn the topographical behaviors of behavioral artistry through the teaching interaction procedure. A multiple baseline design across three participants was used. Data from this study demonstrates that all three participants showed improvement in their ability to engage in three components identified as part of Foxx's behavioral artistry.

Study objective: To examine whether comparison response training (CRT) between pairs of fighters’ names would generate a ranking response (RR) within …

AbstractBehavioral skills training (BST) is an evidence‐based approach for training individuals to implement discrete‐trial teaching procedures. Despite the effectiveness of this approach, implementing BST can be time and resource intensive, which may interfere with a clinical organization's adoption of this training format. We conducted a scoping review of studies using BST components for training discrete‐trial teaching procedures in peer‐reviewed articles between 1977 and 2021. We identified 51 studies in 46 publications involving 354 participants. We coded descriptive data on (a) participant characteristics, (b) study characteristics, (c) training conditions (including instructions, modeling, rehearsal, and feedback), and (d) training outcomes. The results indicated that studies have primarily attempted to improve the efficacy and efficiency of BST by modifying or omitting common training components. We provide best‐practice considerations for using BST to teach discrete‐trial teaching procedures and offer a research agenda to guide future investigation in this area.

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AbstractEmpirical evidence has supported that musical excerpts written in major and minor modes are responsible for evoking happiness and sadness, respectively. In this study, we evaluated whether the emotional content evoked by musical stimuli would transfer to abstract figures when they became members of the same equivalence class. Participants assigned to the experimental group were submitted to a training procedure to form equivalence classes comprising musical excerpts (A) and meaningless abstract figures (B, C, and D). Afterward, transfer of function was evaluated using a semantic differential. Participants in the control group showed positive semantic differential scores for major mode musical excerpts, negative scores for minor mode musical excerpts, and neutral scores for the B, C, and D stimuli. Participants in the experimental groups showed positive semantic differential scores for visual stimuli equivalent to the major modes and negative semantic differential scores for visual stimuli equivalent to the minor modes. These results indicate transfer of function of emotional content present in musical stimuli through equivalence class formation. These findings could provide a more comprehensive understanding of the effects of using emotional stimuli in equivalence class formation experiments and in transfer of function itself.

AbstractCycling between the availability and unavailability of reinforcement for alternative responding has successfully reduced resurgence in basic laboratory evaluations, but this approach represents a marked departure from current standards of care when treating problem behavior, warranting careful translation before its use clinically. Therefore, with extinction arranged for target responding across groups in Phase 2, we evaluated the effects of cycling between the availability and unavailability of differential reinforcement of alternative behavior (DRA) using a computer‐based task with adult humans recruited through Amazon MTurk. Two control groups experienced constant DRA in Phase 2, with one group experiencing a dense DRA schedule and another group experiencing a lean DRA schedule. The cycling DRA group tended to show greater reductions in target responding and improved discrimination in Phase 2 and less target responding across Phases 2 and 3 than the lean DRA and dense DRA groups. These preliminary findings suggest that on/off DRA cycling procedures may produce more desirable treatment outcomes than constant DRA without producing negative side effects; however, further research is needed to confirm these possibilities.

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